The Quiet Classroom Game (Radley in School Psychological Review 45: 93–108, 2016) is a class-wide behavior intervention involving an interdependent group contingency based on classroom noise level. It has been shown to be effective at increasing academically engaged behavior, decreasing disruptive behavior, and decreasing classroom noise level in three first-grade classrooms. The current study was undertaken to replicate and extend research on the QCG. Using an ABAB design, we investigated the impact of the QCG on on-task behavior, off-task behavior, and classroom noise level across three seventh-grade classrooms. We also investigated a procedure for systematically fading the teacher feedback component of the QCG in a maintenance phase. Results were not supportive of a functional relation between the QCG and on-task behavior and off-task behavior for any of the three classrooms. However, there was a functional relation between the QCG and classroom noise level for two of three classrooms. Implications for researchers and practitioners, limitations, and future directions are discussed.

安静的课堂游戏（Radley in School Psychological Review 45：93–108，2016年）是一种基于课堂噪声水平的，涉及相互依存的群体突发事件的全班级行为干预。在三个一年级教室中，它被证明可以有效地提高学生的学业行为，减少破坏性行为并降低教室的噪音水平。进行本研究是为了复制和扩展有关QCG的研究。使用ABAB设计，我们调查了QCG对三个七个七年级教室的任务行为，任务外行为和教室噪声水平的影响。我们还研究了在维护阶段系统淡化QCG的教师反馈组件的过程。结果不支持QCG与三个教室中任何一个的任务时行为和任务外行为之间的功能关系。但是，三个教室中有两个教室的QCG与教室噪音水平之间存在函数关系。讨论了对研究人员和从业人员的影响，局限性和未来的方向。